The theory, developed by Robert Kegan—and one that informs Drago-Severson’s (2004a , 2004b , 2009 , 2012 ) new learning-oriented models of leadership and leadership development. It is based on two fundamental principles: (1) we actively make sense of our experiences, and (2) we can develop and grow our way of knowing (developmental orientation) if we are provided with developmentally appropriate supports and challenges ( Kegan, 1982 , 1994 AU50: The citation "Kegan 1994" matches multiple references. Please add letters (e.g. "Smith 2000a"), or additional authors to the citation, to uniquely match references and citations. , 2000). See Chapter 2 for further explication of this theory. See also way of knowing .
Published in Chapter:
Learning and Teaching Qualitative Data Analysis in a US University: Creating Supports and Scaffolds for Researcher Development
Eleanor Drago-Severson (Teachers College, Columbia University, USA), Pat Maslin-Ostrowski (Florida Atlantic University, USA), Anila Asghar (McGill University, Canada), and Sue Stuebner Gaylor (Allegheny College, USA)
Copyright: © 2015
|Pages: 25
DOI: 10.4018/978-1-4666-7409-7.ch010
Abstract
This chapter presents a case study that examines how the learning experience of graduate students enrolled in a seminar at a US university prepares them to conduct qualitative research, specifically data analysis. Adult development theory and literature related to doctoral student preparation for research and curriculum development informed the course design and data analysis. The research questions focus on course structure, pedagogical strategies, how doctoral students experience these aspects in learning qualitative research methods, and how faculty learned to identify and meet students' emerging needs. Findings include contextualized examples of how the course supported students, how students received feedback in developmentally different ways, and the role of student resistance and emotion in learning. This chapter highlights the need to create a context of supports and challenges for learners and illuminates the benefits of a constructivist curriculum with scaffolding for doctoral student development and learning to become a qualitative researcher.